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building background knowledge effectively is important!

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Much of learning as students get older is independent, from text

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multilingual learners go back to the texts much more than English-only speakers and use it as a resource

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insufficient background knowledge is a huge contributor to motivation (or lacktherof)

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motivation and willingness to read is decreased by lack of background knowledge

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ROLE OF BACKGROUND KNOWLEDGE IS PRIMARY -- 50% of barriers to complex text comprehension is caused by insufficient background knowledge

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Reading complex texts reinforces lecture content and student comprehension

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it's important to have textual relevance (background knowledge) to bring in motivation to reading the material

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Relevance is important. Background info makes things easier to read, helps retain information, and increases confidence in decoding text.

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Text is necessary! MLLs return to the text way more often than english language learners

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it’s hard to activate background knowledge when you don’t have any and/or if its difficult to find it and can lead to a lack of motivation

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Insufficient background knowledge can cause stress to the reader when reading texts 

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Insufficient background knowledge can cause stress to the reader when reading texts 

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multilingual learners go back to the txt and use it as a resource

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When it’s just a little too hard (or not interesting, or we don’t know what’s expected of us, or we feel unsuccessful) there’s a point where we shut off

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Relevant content increases student motivation and understanding!

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Lack of background knowledge is a key component in how the reader understands complex texts

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The reading of academic content area text reinforces academic vocab use and comprehension

·      Multi lingual learners went back to text way more as a resource
- Text endures

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Background knowledge is linked to motivation for and pleasure from reading

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It’s good to use UDL principles to help students access content, but that doesn’t mean doing away with using complex texts in the classroom.

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It’s good to use UDL principles to help students access content, but that doesn’t mean doing away with using complex texts in the classroom.

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ML students tend to reference texts a lot more as a resource

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ML students tend to reference texts a lot more as a resource

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relevance is a key component of reading motivation. when students encounter material that's familiar or interesting to them, they are more likely to carry themselves through the challenge of reading.

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To build background knowledge to work with a complex text you need to read more complex texts
Gaby

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Written material turns out to be 5-7 times more complex than spoken word, so exposure to complex content-area texts with scaffolds is important

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sufficient background knowledge makes complex texts easier to understand

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complex texts that aren’t relevant to my students are unlikely to be seen as worth the effort and struggle to try to work through

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Students background knowledge impacts motivation in accessing complex text -- discussions on complex texts creates better of understanding of text than reading

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multilingual learners are more likely to use texts are resources, to go back to them

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Background knowledge is essential.
Text is enduring compared to media.
ML usually go back to the text

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*Without b/g knowledge, it becomes hard to hold onto the relationships between words and concepts, increasing the difficulty of a text, even if its complexity isn’t as high as we think it ends up being.

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Give students too little time on purpose (5-7 minutes of exploration) (motivates going deeper without losing interest)

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Who does multimedia text sets help?

- useful for multilingual learners and students who are struggling with complex texts

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7 mins of exploration is enough to pique interest but not enough time to get off task

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7 minutes is the sweet spot.

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MMTS give students choice and easy entry points to build knowledge and motivation to read

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allows students a variety of ways to engage with background knowledge and gain buy-in for what we're about to cover

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Fits within the UDL framework. Allows for self-directed learning. Give students 5-7 mins.

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Students will find some resource they want to explore more and not have time; this is a good way to engage interest

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7 minutes of group work is sweet spot. Also encourage collaboration by only having one chromebook open

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Have students work in pairs with one chomebook between them to enforce communication and collaboration

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provides choice and multiple entry points

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7 minutes is the sweet spot where students get interested but not finished/bored

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Students can listen/watch to increase motivation and interest before tackling the written texts

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multimedia text sets can help build background knowledge on a given subject, give students choice and can encourage collaboration--2 students, 1 laptop

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7 minutes of exploration is enough. Also allows for different entry points.

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7 minutes is enough time for interest without giving them time to go off task. Can give 7 minutes over multiple days

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7 min is the sweet spot,
MMTS allows for differentiation because of choice, purpose of MMTS is to build background knowledge in a topic you want to go deeper into, really good for motivation and for students struggling with reading

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7 minutes for exploration

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MMTS are an outlet for all the links and resources you find

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7 minutes of exploration is enough time to get interested but not get off task; so give less time to motivate them

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Allows for self directed learning and differentiation

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*In person, put students in pairs, have them both open the text set, then have one student close their laptop (who has more battery?) This forces communication, collaboration, and consensus.

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MMTS provides students with choice and promotes engagement and motivation

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Give only 7 minutes to peak interest and can give 7 minutes next day to explore

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MMTS assesses and builds background knowledge
-give 7 minutes to spark interest

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The process of making MMTS challenges the teacher to think about different places to look for resources for class, and different ways to present information to students.

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The process of drawing a visual background overview should visualize what students are learning to show them how ideas flow into and connect with one another. i can make one in a more collaborative process with the students, by fielding their ideas (in pair-shares, or on index cards, do-nows, etc) and then incorporating their thoughts and ideas into the artifact. i can also invite students up to the board to add their own thinking to the chart or to physically connect their own dots as needed.

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pre teaching of specific words that help illuminate certain ideas

build background knowledge around words in the text, not just the plot of the text

builds confidence in readers

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Info about historical context, physical setting, and characters before reading

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Visual is constructed together, WITH the students. Students can do this with the teacher on their own, others can enjoy the stories. Emphasis on “interact in the way that's most meaningful with you”.

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builds background knowledge and introduces vocabulary and key concepts

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About getting students through the “turbulent waters,” knowing that if we are internally motivated we can push through difficult language

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Gives students footing, or a place to start in the text

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before going into a story/novel have students understand the setting, contexts, and characters

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Building background knowledge is what allows critical thinking. Teaching specific vocab words will help readers build confidence and persevere even when the waters get turbulent

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It will take time upfront to plan, actually investment in students understanding later on

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Builds students confidence with text, especially for multilingual learners, it helps to teach pronounciation and gives confidence

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Introduces key concepts and new vocabulary that builds student confidence with complex text

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Introduce vocabulary and key concepts. Can build students' confidence in reading a text

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Helps students feel confident taking on complex texts. Vocab and plot overview builds background knowledge and gives students something to latch onto as they read

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Sneak peek into story with use of key vocab to build background knowledge. Give option for students to write it down or not.

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building student background knowledge helps students stay motivated while reading, as well as increases their critical thinking skills during/about the reading

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Introduce new tier 3 words like a story, or ask questions about them to help students think about them critically.

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Break up the text and ideas within it before reading

Provides background knowledge for readers before starting a complex text

Graphic organizer

Teach vocabulary(Tier III)

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Access and build students’ background knowledge

Introduce vocabulary and key concepts

Build students’ confidence

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When students know what they are supposed to be learning/what question they are trying to answer, they will better be able to accomplish those expectations

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Visual hook for students, highlighting key terms for students. Worth time investment.

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It's used as a way to build background knowledge and engage students.

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Be selective with your vocab, and tell it like a story. Put it in context, give some detail, make it fun. Have students act things out and repeat back words.

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background overview and purpose for reading work hand in hand, takes time but sets up the readings and vocabulary for comprehension for all students, background information is key to understanding complex texts and this is one way to give space to that background knowledge for everyone in the classroom

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adding visual drawings/cues for the focal vocab that would help with memory

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"Multilingual learners return to the text MORE" (Aligns with what I have observed!)

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"Multilingual learners return to the text MORE" (Aligns with what I have observed!)

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I’ve created “Playlists” of resources before → I see how adding visuals could make entry points clearer (increase motivation). Also appreciate the idea of GOING BACK to the same text set.

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You can’t be a critical thinker without rich background knowledge (and this is a way to do it!)